The Effects of Game-based Learning Combined with Situational Language Teaching on Chinese Character Literacy of Kindergarteners

Abstract

This study investigated the effects of an integrated pedagogical model, combining game-based learning (GBL) with situational language teaching (SLT), on early childhood Chinese language acquisition. The study aimed to 1) compare learning achievement in Chinese character literacy before and after learning through an integrated pedagogical model and 2) assess the learning motivation of kindergarteners. The study involved 20 children (K2) in Chonburi, Thailand, within a one-group pretest-posttest design. Data were collected using an achievement test and a motivation questionnaire and were analyzed using descriptive statistics and a dependent samples t-test. The results showed the learning achievement in Chinese character literacy was improved at a statistically significant level of 0.05, marked by a very large effect size (Cohen's d = 3.72) and a medium learning gain (N-Gain = 0.55). The learning motivation of kindergarteners was at a high level (Mean = 2.66, S.D. = 0.45), suggesting the integrated approach holds potential as a promising strategy for enhancing both literacy and engagement in young learners.